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Abstract
{e.geraniou, m.mavrikis , c.hoyles , r.noss}@ioe.ac.uk Accommodating the idea of mathematical generalisation, recognising and analysing pattern and articulating structure, especially expressed in algebraic forms, are key aspects of mathematical thinking and have long been elusive ideas for students. Although students are often able to identify and predict patterns (Mason 2002), they are unable to articulate a general pattern or relationship in natural language or, even more demanding, in algebraic symbolism (Hoyles and K
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